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    Avraamidou, L. (2014). Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching. Journal of Teacher Education, 65(3), 223-240.
  • Avraamidou, L. (in press). Studying science teacher identity: What do we know and where do we go from there? Studies in Science Education.
  • Avraamidou, L. (in press). Developing a reform-based science teaching identity: The role of informal science environments. Journal of Science Teacher Education.
  • Barreto, R., Zembal-Saul, C. & Avraamidou, L. (2014). Prospective elementary teachers’ knowledge of teaching science as argument. School Science and Mathematics, 114(2), 53-64.
  • Bekerman, Z. & Zembylas, M. (2014). Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises. Teaching and Teacher Education, 41, 52-59.
  • Charalambous, P., Charalambous, C., & Zembylas, M. (2014). Old and new policies in dialogue: Greek-Cypriot teachers’ interpretations of a peace-related initiative through existing policy discourses. British Educational Research Journal, 40(1), 79-101.
  • Holscher, D., Bozalek, V. & Zembylas, M. (2014). Assuming responsibility for justice in the context of South Africa’s refugee receiving regime? Auto-ethnographic reflections. Ethics and Social Welfare, 8(2), 187-204.
  • Lanas, M., & Zembylas, M. (in press). Towards a transformational political concept of love in critical education. Studies in Philosophy and Education. DOI 10.1007/s11217-014-9424-5
  • Murmann, M. & Avraamidou, L. (2014). Narrative as a learning tool in science centers: Theoretical, epistemological and design considerations. Journal of Science Communication, 13(2), 1-16.
  • Kourtromanos, G. & Avraamidou, L. (2014). The use of mobile games in formal and informal learning settings: A review of the literature. Educational Media International, 51(1), 49-65.
  • Kyriakou, I., Tornari, O. & Avraamidou, L. (2014). Palestinian students living in Cyprus: Experiences, Concerns and Hopes. Nea Paideia, 151. (in greek).
  • Murmann, M. & Avraamidou, L. (2014). Animals, Emperors, Senses: Exploring a story-based learning design in a Museum setting. International Journal of Science Education, 4(1), 66-91.
  • Νεοκλέους, Α., Λουκά, Ι. & Αβρααμίδου, Λ. (2014). Η χρήση της τεχνολογίας στη διδασκαλία των Φυσικών Επιστημών στο Δημοτικό Σχολείο: Μια Μελέτη Περίπτωσης. Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη, 44, 70-89.
  • Vrasidas, C. (in press). The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology.
  • Zembylas, M. (2014). Theorizing ‘difficult knowledge’ in the aftermath of the ‘affective turn’: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry, 44(3), 390-412.
  • Zembylas, M. (2014). Unmasking the entanglements of violence, difficult knowledge and schooling. Religious Education, 109(3), 258-262.
  • Zembylas, M. (2014). The place of emotion in teacher reflection: Elias, Foucault, and critical emotional reflexivity Power & Education, 6(2), 210-222.
  • Zembylas, M., Bozalek, V. & Shefer, T. (2014). Tronto’s notion of privileged irresponsibility and the reconceptualisation of care: implications for critical pedagogies of emotion. Gender and Education. http://dx.doi.org/10.1080/09540253.2014.901718
  • Zembylas, M. (2014). Nostalgia, postmemories and the lost homeland: Exploring different modalities of nostalgia in teacher narratives. Review of Education, Pedagogy, and Cultural Studies, 36(1), 7-21.
  • Zembylas, M. (2014). Affective citizenship in multicultural societies: Implications for critical citizenship education. Citizenship Teaching & Learning, 9(1), 5–18.
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